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Subject: search.filters.subject.Psychological well-being

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    SOCIO-PERSONAL FACTORS AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN THE SOUTH-WEST, NIGERIA
    (2023-06) ENWEREOYE, O. N.
    Psychological well-being, a core feature of mental health that describes an individual’s emotional state, is an indication for good quality of life. Reports show that many pupils with mild intellectual disability in the south-west, Nigeria usually experience deficits in psychological well-being. Previous studies focused more on the acquisition of functional academic and adaptive skills of Pupils with Mild Intellectual Disability (PsMID) than on socio-personal factors (self-esteem, social competence, loneliness and aggression) influencing their psychological well-being. This study, therefore, was carried out to investigate the socio-personal factors (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) as predictors of psychological well-being of pupils with mild intellectual disability in the South-west, Nigeria. Ryff’s Psychological Well-being and Vygotsky’s Socio-cultural theories provided the framework, while the study adopted the descriptive design of the correlational type. The multi-stage sampling procedure was used. The six states in the south-west, Nigeria were enumerated. The purposive sampling technique was adopted to select 28 government-owned primary special schools within the six states. Based on the Slosson Intelligence Test-Revised, 350 PsMID with intelligence quotient of 52-68 were selected. The instruments used were Slosson Intelligence Test-Revised (r=0.86), Home Background Questionnaire (r=0.75), Self-esteem (r=0.75), Social Competence (r=0.90), Loneliness (r=0.83), Depression (r=0.75), Aggression (r=0.72), Anxiety (r=0.87) and Psychological Well-being (r=0.75) rating scales. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 14.48±3.43 years, and 53.4% were male. The respondents’ states of residence were Oyo (38.9%); Osun (20.3%); Lagos (18.9%); Ogun (8.0%); Ekiti (7.1%) and Ondo (6.9%). The respondents’ levels of aggression (x ̅=2.57) and self-esteem (x ̅=2.55) were high against the threshold of 2.50, as well as their levels of anxiety (x ̅=1.97) and social competence (x ̅=2.20) against the threshold of 1.50 respectively; while their levels of loneliness (x ̅ =2.43) and depression (x ̅=2.31), were low against the threshold of 2.50. Social competence (r = 0.23) had a significant positive relationship, while loneliness (r = -0.18) had a significant negative relationship with psychological well-being of PsMID. There was a significant joint contribution of the independent variables (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) to the psychological well-being of PsMID (F (7; 342) = 4.85; Adj. R2 = 0.072), accounting for 7.2% of its variance. Social competence (β=0.22), loneliness (β= -0.17), and aggression (β=0.12) had significant contributions to the prediction of psychological well-being of PsMID. Social competence positively influenced the psychological well-being of pupils with mild intellectual disability in the south-west, Nigeria, while loneliness negatively influenced their psychological well-being. Special educators, caregivers, parents and school administrators should pay attention to these factors to ensure optimal psychological well-being among pupils with mild intellectual disability.
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    Influence of personal and environmental factors on psychological well-being of students with hearing impairment in Ibadan, Oyo State
    (Journal of the Department of Special Education, University of Ibadan, 2018-07) Isaiah, O. O.; Ajayi, E. O.
    The poor state of the psychological well-being of students with hearing impairment has been worrisome to researchers, teachers, parents and students with hearing impairment over the years. Hence, this study examined influence of personal and environmental factors (Parental involvement and social support) on psychological well-being of students with hearing impairment. The descriptive research design of the correlational type was adopted. Purposive sampling technique was used to select 100 students with hearing impairment from three senior secondary schools in Ibadan, Oyo State, Nigeria. Data were collected with: Personality Questionnaire (r = 0.87), Parental Involvement Questionnaire (r =.0.79), Social Support Scale (r = 0.82) and Ryff Psychological Wellbeing Scale (r = 0.85). Data were analysed using Pearson product moment correlation and Multiple regressions at 0.05 level of significance. The results showed that:. Personality (r = . 727), Parental Involvement (r = .446) and Social Support (r = .806) positively correlated with psychological well-being. Personality, parental involvement, and social support jointly contributed to psychological well-being of students with hearing impairment. The relative contributions of the independent variables to psychological well-being were as follows; personality ([I = 0.622, t-7/377), parental involvement (/3 = 0.205, t=4.093) and social support (ft - 0.622, t-12.161). Personality, supportive parental involvement and positive social support are important determinants of psychological wellbeing of students with hearing impairment in Ibadan, Oyo State, Nigeria. Parents, teachers and members of the community where students with hearing impairment live, should make the environment friendly in order to help boost their psychological wellbeing.
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    Effects of Emotional Intelligence and Locus of Control on the Psychological Well-Being of Adolescents with Visual Impairment
    (2011) Ajobiewe, A. I
    Psychological well-being of adolescents with visual impairment has been a source of great concern. Most often, efforts have been focused on academic progress, achievements and performance, with very little attention given to their psychological well-being. The attainment of a good quality psychological well-being of adolescents with visual impairment is observed to be fundamental in order to cope with the challenges imposed on them by their visual impairment. Observably, the documented training programmes on Emotional intelligence and Locus of Control focused on adolescents without visual impairment. This study, on the contrary investigated the effectiveness of emotional intelligence and locus of control training in enhancing the psychological well-being of adolescents with visual impairment in Oyo and Ondo States, Nigeria. A Pretest-posttest, control group, quasi experimental design with 3x2x2 factorial matrix was adopted. The sample consisted of one hundred and twenty participants with visual impairment. Ninety-one totally blind and twenty-nine partially sighted adolescents were drawn from three integrated secondary schools purposively selected for the study; junior secondary school classes I and II and senior secondary school classes I and II. They were randomized into the two treatment conditions (Emotional Intelligence and Locus of Control) and the control group. Two instruments – Snellen Scale (Screening Scale) and the adapted version of Ryff’s Scale of Psychological Well-being (r=0.77) were used. Seven null hypotheses were tested at 0.05 level of significance, data were analysed using Analysis of Covariance (ANCOVA) and Duncan post hoc test. There was significant main effect of treatment on the psychological well-being of the participants (F(2,107) = 21.02; p<0.05). The Emotional Intelligence group had the highest post-test psychological well-being mean score (x= 80.0), followed by the Locus of Control group (x=75.1) and then the control group ( x = 61.5). Type of visual impairment had no main significant effect on the participants’ psychological well-being though the partially sighted obtained higher post-test psychological well-being score ( x = 74.9) than those with total blindness ( x =71.1). Gender had no significant main effect on psychological well-being of adolescents with visual impairment. Male participants recorded higher mean score ( x = 72.1) while female participants had mean score ( x = 70.1). Also no significant interaction effects of treatment, gender and type of visual impairment on the psychological well-being of participants were observed.Emotional intelligence and Locus of control training were effective in enhancing the psychological well-being of adolescents with visual impairment. Therefore, the two treatments were recommended for use in managing adolescents with visual impairment. It is recommended that adolescents with total blindness should be exposed to more therapeutic treatments in order to improve on other areas of psychological problems